This study investigated the extent to which early
education classrooms across Indiana implemented evidencebased
practices and how well the classrooms of different
types of early education programs in our state compared with
one another. Evidence-based effective curricula increase
children’s learning compared to those that are not effective.
This article addresses the question: ‘‘Are the curricula used
by the teachers effective?’’ The 81 participating classrooms
included 28 in licensed child care centers, 27 in Head Start,
and 26 in public school prekindergarten. Of the 81 classrooms,
80 teachers responded to the question: ‘‘What curriculumor
curricula do you use in your classroom?’’Weused
a three-step process to determine whether each response
named a curriculum based on the Head Start definition;
whether studies of the curriculum met the What Works
Clearinghouse(WWC) guidelines for being evidence-based;
and if the WWC reviews identified the curriculum as effective
in increasing children’s learning. Findings revealed that
only 2 of 80 responding teachers used a curriculum determined
by WWC to be effective. Other teachers used curricula
that did not meet the Head Start definition, used
curricula that did not meet theWWCstandards for evidence,
or used curricula with evidence but that were ineffective.
These findings suggest that administrators and teachers
should opt for a curriculum determined to be effective and to
choose whether the curriculum will be math- or literacybased
since no comprehensive curriculum has been determined
to be effective. A challenge for implementation is that
the WWC has shown only five curricula to be effective.

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• Making the Intentional Decision to Use an Effective Curriculum to Promote Children’s Learning

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